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1.
1: Assess personal goals, in relation to the effective rehearsal of a fifteen minute

performance:
-1.1a: methods for effective preparation for each rehearsal:

What will I do to effectively prepare?
- I will come into each lesson knowing what work I will be covering in that
lesson. I will also practise more, for example practising for 4 hours a week. I
will break my practice up into chunks so that I am not just trying to practice
the whole of a piece and getting bogged down in it.
- I must write a summary of each rehearsal and what I can improve on. I need
to ask my teacher about improvements.
- I will make sure that I have discussed with my teacher what type of warm up
techniques best suit my voice and also my piano skills.
These are the key points that I am going to incorporate every time I
rehearse:-
Good posture
Breathing deeply employ the diaphragm not just the lungs
Release jaw cheek massage
Drink warm liquids
Do scales this will warm up the bottom and top range of my voice
Try lip and tongue trills
For example if I was a singer I would have to make sure I warm up my voice
by singing high notes carefully. Another way of warming up your voice is
playing piano scales whilst singing them.
For my piano pieces, I will make sure that I warm up by playing scales and
arpeggios at varying degrees of tempo in order to make sure I am fluent in
the wrist.
1.1b: methods for on-going refinement of personal instrument and/or voice.
- I will make sure I ask my teacher or my music tutor what I as an artist can
improve on. They may be big improvements or little improvements.
Regardless I need to act on them. I will use my practice diary to record this
information and act upon it.
- I will make sure I bring a note pad to each lesson so when my teacher/tutor
gives me constructed criticism I will need to write it down.
From the example below, you can see boxes containing different rehearsal
criteria. In the first box it asks you what you did in the lesson. This would
mean that you as a musician would need to write in what things you
practised, how long you practised them and what progress you made. I
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personally would write how I practised my whole fifteen minutes
performance start to finish. It took me approximately 10 minutes. However
these are not my only pieces, I have another two group pieces, which would
bring the time up to fifteen minutes. My continuous practise of my fifteen,
minute performance throughout the lesson has resulted in me making
significant progress. I practised the transitions that are in between each song.
I decided to put these transitions in place to capture the audiences attention
and to add a bit of flavour within my songs, which are a lot of the time sad
and miserable.
The third and final box is about your what went wells and your even better
ifs (WWW and EBI) this is a box for evaluation I must evaluate my own
performance by watching it back over and over again, but you must always
ask your teacher for some advice, maybe even you music tutor. My what
went wells would be for fluidity and confidence and that the pieces were
played to a good standard, however my even better ifs would be to
concentrate on my own skill level and to not add any funky notes or musical
phrases into the original piece of music to make it sound better.
You can see my improvements over time in 1.2. rehearsal processes, where I
am completing my diary logs.
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Example of the practice diary I use with my piano teacher:
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1.1c: refinement of my image as an artist and my inspirations:
As an artist I am inspired
and influenced by a lot of
people. But one that stands
out Michael Buble. His vocal
skill exceeds everyone
elses. However I do not
wish to sing like him. But
dress like him. His black and
white snazzy suits look
sharp and represent him as
a true gentleman.
Michael Buble is a jazz

singer who usually is
accompanied by a pianist,
which is my passion, or an
orchestra. His voice and the
orchestra sounds like magic.
This is evident in the song
cry me a river
https://www.youtube.com/
watch?v=yopNkcDzQQw
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1.1c part two: refinement of my image as an artist
This young lady Emily

Bear also inspires me. She
plays piano beautifully
and encourages others to
as well. Emily started
playing the piano at two
years old because her
Grandmother, a piano
teacher noticed her talent
on the instrument. Emily
has appeared on
television shows and jazz
festivals and has recorded
her own album. But what
inspires me is that not
only is she an amazing
pianist for her age of
fifteen but also because
she shows that anyone
can do anything. Here is
one of her outstanding
performances on the
Queen Latifah show. Here
she performs Girl from
Ipanema.
https://www.youtube.co
m/watch?v=C18X3cqWSj
g
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1.1d: impact of consistent punctuality and attendance:
-Personally I believe my attitude towards the lesson is good. I turn up to nearly

all of the lessons with exceptions of being ill.
- I respect all criticism given to me and I act upon it to ensure I get the best out
of my lessons.
- I attend all of my music tuition with again the odd lessons I am ill. Which is
good because I learn more if I attend more
- I also believe I work to the best of my ability and also encourage others to do
so too.
- I could work on my piano skills at home more.
- I need to make sure that I bring all of my books and notepads to my music
lessons.
1.1e: Impact of active engagement with other musicians and peers:
I think it is very important to have a good relationship with your peers in

music, especially when performing. A better relationship will result in better
communication skills while performing. Personally I have a good relationship
with my peers and musicians from the lower years of the school. They can
learn from me and I can also learn from them. The impact of having these
positive relationships with your peers and maybe even teachers is that they
will enjoy being around you and want to practise more resulting in a higher
chance of you not making mistakes while on stage.
1.2: Describe the profile of the rehearsal process for specific performances
of fifteen minutes material defining the following:
-1.2a: the rationale for the rehearsal process:
The purpose of rehearsal is to get better at our set for our final exam. And to
spot any weaknesses or weak points and work on them to erase them and to
erase the chance of making those same mistakes on the performance day,
which will result in a flawless performance. You can talk over the rehearsal
with your peers or band and see if anything needs to be changed or arranged.
When we rehearse we get a better idea and view of our performance. Adding
new things into performances adds contrast especially if one song or section
is a lot different to the others.
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1.2b: why I chose the pieces for my repertoire:
When anyone listens to my set they say there is a massive contrast of

emotions when I play mainly because all of my songs portray different
emotions: sadness, happiness and love. I picked a classical style intro to get
the audience ready for my set. The intro used in my set had that job. I then
play Schindlers list to add a classical feel to my repertoire as I tried to cover
all genres. The classical feel is then interrupted by the slow melody of the
titanic theme. A slow version of drown by Bring me the Horizon is played. The
main aspect of my set is fluidity. After bring the horizons drown is played I
play a piano and clarinet with my classmate and friend Rebecca. I am of
course on piano and Rebecca is on clarinet. We played the beautiful in the
hall of the mountain king by Edvard Grieg. I chose to play this as it starts of
slow and quiet but then gets fast and loud showing constant dynamics. I
chose to then play a slow pop song called sweater weather this is sort of a
cool down song from all the emotion portrayed in the songs before. This
song is what Id call an imagery song. It reminds you of things and put images
of beaches in your mind. Here is the link to sweater weather:
https://www.youtube.com/watch?v=GCdwKhTtNNw
1.2c: Method by which developments and ideas are documented e.g.

recording with all the with the rational for doing so and what impact it may
have:
See diary evidence of progress over one term.

1.2d: On-going opportunity for formative peer or tutor feedback and the
impact this will have on the process:
See examples of self/peer and tutor feedback on Weebly
1.2e: Health and safety implications of rehearsing the chosen repertoire in

the chosen rehearsal space
As a pianist I must warm up my hands by doing scales and stretching my

fingers and hands. When singing I must check wires for any faults in the P.A
and make sure that the wires are safely tucked in somewhere that no one
can trip over them. I must also check the level setting on the PA so the
volume is appropriate to the venue. e.g. I dont want to be blowing the
speakers and producing an uncomfortably loud sound for the performers and
audience. Also I need to check that the piano is cleaned with no paper on the
top of it to make it look professional. I need to make sure that the piano is
fully tuned beforehand.

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1.

1: Assess personal goals, in relation to the effective rehearsal of a fifteen minute

-1.1a: methods for effective preparation for each rehearsal:

1.1b: methods for on-going refinement of personal instrument and/or voice.

Michael Buble is a jazz

This young lady Emily

-Personally I believe my attitude towards the lesson is good. I turn up to nearly

- I could work on my piano skills at home more.

1.1e: Impact of active engagement with other musicians and peers:

I think it is very important to have a good relationship with your peers in

-1.2a: the rationale for the rehearsal process:

When anyone listens to my set they say there is a massive contrast of

1.2c: Method by which developments and ideas are documented e.g.

See diary evidence of progress over one term.

See examples of self/peer and tutor feedback on Weebly

1.2e: Health and safety implications of rehearsing the chosen repertoire in

As a pianist I must warm up my hands by doing scales and stretching my

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